In this paper, NCCAH co-authors take a critical look at the policies, practices, and strategies that espouse greater inclusion of Indigenous peoples in post-secondary institutions. Based on a sampling of nine universities in British Columbia, the authors unpack language around decolonizing and indigenizing agendas, while highlighting the continued marginalization, additional pressures and expectations placed on Indigenous faculty.
Citation
de Leeuw, S., Greenwood, M., & Lindsay, N. (2013). Troubling good intentions. Settler Colonial Studies, 3(3-4): 381-4. DOI: 10.1080/2201473X.2013.810694.